Sigmund Freud

In 1920 in the text ' ' Beyond the beginning of the Prazer' ' , It identifies it to Freud as permeando the diverse relations of the citizen with the other. The bias of the transference in Freud and its revision in Lacan, the Subject presumption To know, evidence the importance of this topic in the learning process. The acquisition of knowledge depends on the relation of the pupil with its professors and its colleagues, in a reference to the transferencial relation that makes with them, while representative of its parents and brothers.The transference concept assigns the process used for the unconscious desires for, not only in the analytical relation, to repeat infantile the experiences lived, now, as the present time. Sigmund Freud ' ' Some reflections on psychology escolar' ' Where it is the desire of the pupil for knowing? All that we study psychoanalysis we know that Freud affirmed in its three assays that the estruturao of the intellectual activity occurs from the sexual activity. It affirms despite ' ' sexualidade' ' ' ' activity of pensamento' ' they walk together during first infancy and if they define for the relation of the citizen with knowing.

Lacan in the boarding of the desire as search factor, in says that the desire to them it is, a question that searchs reply in the field of the Other, that is, that it makes to invest in the transferencial place of the other. The studies of the psicanalticos concepts show the essential linking enter the desire of the citizen and its level of motivation. We know that the desire comes of a lack, and this lack to produce the desire for knowing is related with the question ' ' of where it comes bebes' '? Freud called epistemoflica pulso and that when inhibited causes the suspension of the cognitivos investments, that in turn provokes the ticket of the desire to know for ' saber&#039 swims;.

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Physical Education

The school enters in this logic in the concession of the space and the responsibility to foment these practical educative. the education of the atletismo must focar its intentions what the letter biggest of this country determines. Although to be about one of the classic contents of Physical education, the atletismo still is very little spread out in the Brazilian schools and if they are worked are being made in restricted way where the lessons if concentrate in few modalities, generally races and jumps. Moreover, in many schools, the atletismo is developed with the classic objective of sobrepujar the adversary, through metodolgicos procedures that they aim at to the income, being to the edge of the creativity, the construction of new forms of movement and of the insertion of the same ones in the pedagogical context of the other sports. Faceta of the divulged atletismo nowadays is that one of the great names, marks and records that, with the support of the media, transform the athletes into true super-men. This work does not intend to approach this vision. We look for to inside focar the arts of the atletismo of a pertaining to school context that has as objective to provide to the socialization, interaction, inclusion, motor and cognitivo development, in end, the human being in its totality.

To work the atletismo content inside of the school we support in them in some metodolgicas theories already studied until this 3 semester of the course of Physical Education. In such a way, some modalities for accomplishment of the tasks directed toward the pertaining to school public had been chosen. 2 – ATLETISMO MODALITIES the atletismo modalities are varied. She is composed of races (100, 200,800, 5000, 10000 meters, among others), jumps (with pole, in height and distance) and the launchings (of dart, record, among others). Then the professional of pertaining to school Physical Education has in its hands a gamma of contents, only in this modality, so that it can study on the subject and transform it into pedagogical activity.

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Pedagogical University

However, its application on this work consisted, in the assistance of lessons in two groups, in the Intermediate school Ours Mrs. of Ftima in order to survey the degree of exploration and transmission of ambient contents in headquarters of manipulation of transversal subjects during the lessons of Biology. 1.6.3.Tcnica of Interview According to Universal Dictionary of Portuguese Language (1999), Interview, ' ' it is conference enters two people in place and hour anticipatedly agreed, or are a colloquy efectuada between two or more interlocutors, in order to get one definitive informao' '. This method, was used to interview professors and pupils, in order to get information related with the degree of depth of interaco and agreement on subjects related with the conservation of the environment. 1.7.Delimitao of the Subject This work is fit in the line of research and scientific inquiry. It focuses its study on ' ' Not capitalizaton of the lessons of biology for the practical one of the Ambient Educao in the Intermediate school of the Estoril in the Beira' ' , as sustentation in the elaboration of the report for the conclusion of the acadmico degree of baccalaureate in Ensino de Biologia for the Pedagogical University. theoretical 1.8.Fundamentao As DAYS (2003) the evolution of the concepts of Ambient Education directly was related to the evolution of the environment concept and to the way as this perceived age. As the concept of environment was reduced exclusively its natural aspects, it did not allow to appreciate the interdependences nor the contribution of social sciences and others to the understanding and improvement of the human environment. With passing of the time, but necessarily in the Conference of Tbilisi, the Georgia, in 1977, the Ambient Education was defined as a dimension given to the content and the practical one of the education, guided for the resolution of the concrete problems of the environment, through an approach to interdisciplinar and of an active and responsible participation of each individual and of the colectividade (UNESCO, 1980).

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Education Superior

The fulfilment of the requirements of the titulao is not reflected, necessarily in a epistemolgica and pedagogical formation. The insertion of the professional in the area of the teaching, Institutions of Education Superior, has been to a large extent for the varied knowledge and areas of performance, without same no preparation in educational the philosophical field to endorse the teaching function. We consider that the knowledge in the areas of Sciences Social Human beings and are prerequisite for the university professor, a time that goes to make to understand it as if of the o process teach-learning. Understanding this process it will be able to develop one practical pedagogical condizente with the necessity of formation of the pupil. Each time in the preparation of the university professors for the teaching is necessary to deepen this quarrel on the more complex requirements, therefore it is clearly that the absence of the specific formation if has reflected in the professional quality of the pupils egresses of the IES, that have not obtained to establish the necessary relations between the content lived deeply in classroom and the practical efetivao in its professional exercise. In fact, the resume of the courses it is a basic factor when the quality of the Pedagogical Project of each area is evaluated. One of the resume concepts is on to the etimolgico and means everything what it needs to be taught or to be learned according to an order of progression determined in a cycle of studies. On idea of resume the course, passages, to an organization of subjects, or knowledge, or everything what if it must learn. In the practical a concern it is as to command what necessary to be learned in a definitive order (MASETTO, 2003). Arguing professional resume, focus of our interest, we focus the teaching formation, that if it relates to the scientific knowledge of its field and the field of the education, of the pedagogia and didactics.

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